Relevant bibliographies by topics / Adopted and tutors

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Academic literature on the topic 'Adopted and tutors'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Adopted and tutors"

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d’Arripe-Longueville, Fabienne, Christophe Gernigon, Marie-Laure Huet, Marielle Cadopi, and Fayda Winnykamen. "Peer Tutoring in a Physical Education Setting: Influence of Tutor Skill Level on Novice Learners’ Motivation and Performance." Journal of Teaching in Physical Education 22, no. 1 (2002): 105–23. http://dx.doi.org/10.1123/jtpe.22.1.105.

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Based on Vygotsky’s theory of cognitive development and its concept of zone of proximal development, this study examined how the skill level of a peer tutor affects the achievement motivation of novice learners and their performance in a swimming task. Gender differences were also explored. High school students (N = 48) were assigned in a 2 × 3 (Gender × Tutor skill level: novice vs. intermediate vs. skilled) factorial design. Participants were invited to observe a same-sex peer tutor, complete a self-efficacy questionnaire, train with their tutor for 8 minutes, and complete a goal involvement
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Seppänen, Janne-Tuomas, Jukka T. Forsman, Mikko Mönkkönen, Indrikis Krams, and Tuuli Salmi. "New behavioural trait adopted or rejected by observing heterospecific tutor fitness." Proceedings of the Royal Society B: Biological Sciences 278, no. 1712 (2010): 1736–41. http://dx.doi.org/10.1098/rspb.2010.1610.

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Animals can acquire behaviours from others, including heterospecifics, but should be discriminating in when and whom to copy. Successful individuals should be preferred as tutors, while adopting traits of poorly performing individuals should be actively avoided. Thus far it is unknown if such adaptive strategies are involved when individuals copy other species. Furthermore, rejection of traits based on tutor characteristics (negative bias) has not been shown in any non-human animal. Here we test whether a choice between two new, neutral behavioural alternatives—breeding-sites with alternative
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Saeed, Aziz Thabit, Al-Khatib, Hayat, Abdel Hafeez, Ghada, and Nour, Khaldun. "Transcending Lockdown: Teaching and Learning EFL during Covid-19 Crisis." Journal of English Language Teaching and Applied Linguistics 4, no. 1 (2022): 44–63. http://dx.doi.org/10.32996/jeltal.2022.4.1.5.

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This study investigated the effectiveness of the adopted and adapted teaching methods, procedures and techniques in the virtual EFL classes during Covid-19 from the viewpoint of both learners and tutors. Data in the study were collected through two instruments: a tutor survey that elicited information from 42 randomly selected English language skills tutors, teaching at the English language foundation program at the nine branches of the Arab Open University (AOU); and a student survey that elicited information from 911 responding EFL learners enrolled in the foundation program. The tutor surve
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Youde, Andrew. "Tutor Emotional Competences Valued by Learners in a Blended Learning Contex." European Journal of Open, Distance and E-Learning 19, no. 2 (2016): 63–79. http://dx.doi.org/10.1515/eurodl-2016-0008.

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Abstract This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice whilst teaching a module, with data gathered from three principal sources. Learners’ perceptions of their experiences were assessed using a questionnaire; interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; and, an analysis of the conte
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Pereira, Aluisio José, Alex Sandro Gomes, and Tiago Thompsen Primo. "Evaluation of Human-Artificial Hybrid Tutoring System for Mediation of Engagement in E-Learning." Revista Brasileira de Informática na Educação 33 (April 27, 2025): 216–46. https://doi.org/10.5753/rbie.2025.4988.

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This pioneering article aims to understand hybrid tutoring strategies, which combine human and artificial tutor interventions. In this regard, an approach of an Intelligent Tutoring System (ITS) was developed, involving the intervention of human tutors to mediate student engagement in e-learning. To evaluate the effectiveness of the approach, testing guidelines were adopted involving human tutors from the stages of system preparation, activity script creation and interview, test application, data collection, analysis, and communication of iteration results and proposals for improving the ITS a
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King, Liz. "Practice tutors' readiness to support nursing students who require reasonable adjustments for clinical placement." British Journal of Nursing 33, no. 4 (2024): 200–204. http://dx.doi.org/10.12968/bjon.2024.33.4.200.

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Background: Preregistration nursing students (trainee nursing associates and student nurses) may have a disability or impairment that requires reasonable adjustments while they are on clinical placement. At The Open University, practice tutors support nursing students on clinical placement, which includes overseeing the facilitation of any such reasonable adjustments. However, they may not feel prepared to provide this support. Method: A qualitative approach with a broad interpretivist paradigm was adopted. Data were collected from three focus groups that included a total of 10 nursing practic
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Buckler, Alison, Kris Stutchbury, George Kasule, Jane Cullen, and Doris Kaije. "What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges." Journal of Learning for Development 8, no. 1 (2021): 10–26. http://dx.doi.org/10.56059/jl4d.v8i1.493.

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Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers, yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change.
 This study reports on how 39 tutors from 8 colleges in Uganda see their professional role and their responsibilities. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously
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Youde, Andrew. "“Face-to-Face Trumps Everything”: An Exploration of Tutor Perceptions, Beliefs and Practice Within Blended Learning Environments." Education Sciences 10, no. 5 (2020): 147. http://dx.doi.org/10.3390/educsci10050147.

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This paper explores the practices of higher education tutors in blended learning contexts. Significantly, the influence of their perceptions on practice was considered by investigating previous teaching and learning experiences, and their views of the affordances blended learning offers adult learners. The analysis was undertaken in relation to these learners’ perceptions of their tutors whilst studying part-time, vocationally relevant degrees, at a distance. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors’ practice. Data analysis suggested that all tutor
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Segbenya, Moses, Nana Yaw Oppong, and Isaac Eliot Nyieku. "Elements of Working Conditions and Retention of Course Tutors in Distance Education in Ghana." Journal of Business and Enterprise Development (JOBED) 10 (June 1, 2022): 30–50. http://dx.doi.org/10.47963/jobed.v10i.888.

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This study examined the relationship between elements of working conditions and retention of course tutors facilitating distance academic programmes in Ghana. The descriptive cross-sectional survey design from the quantitative approach was adopted for the study. A sample of 612 tutors was drawn with the help of simple random and stratified sampling techniques from a study population of 2,700 from two public universities in Ghana—the University of Cape Coast and the University of Education, Winneba. The study adopted the Partial Least Square Structural Equation Modelling technique for the analy
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Mutisya, Jacinta Katumbe, Wilfrida Arnodah Itolondo, and Samson Kariuki Ikinya. "Role of Tutors’ Social Reconstruction Orientation on Choice of Instructional Approaches in Public Primary Teachers’ Training Colleges in Kenya." East African Journal of Interdisciplinary Studies 3, no. 1 (2021): 12–26. http://dx.doi.org/10.37284/eajis.3.1.268.

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Education acts as an instrument of social reconstruction and therefore, it must be capable of stabilising social order and conserving culture in the society to ensure sustainability. Tutor beliefs about a curriculum for social changes and adaptability upon which social reconstruction orientation is premised is vital in developing knowledge, skills, attitudes and values in teacher trainees is much needed to adapt to the ever-changing global demands. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of social reconstruction or
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Books on the topic "Adopted and tutors"

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Gyebi-Tweneboah, Kwasi. African Piano Tutor – Pianoforte Tutor Beginners Level 1. Noyam Publishers, 2021. http://dx.doi.org/10.38159/npub.eb2021501.

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Music is an integral part of African society and the life of an African revolves around music. Musical instrument play is part and parcel of African music. Thus, learning a musical instrument is part of the African culture. The piano although not African in origin, has been adopted in Africa through globalization and glocalization. This book introduces the learner to piano playing using African rhythm as its theme. It introduces the learner to basic rhythms and basic finger positions to play the simple pieces that are in the book. This book is a result of the author’s many years of teaching pi
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et al william s. hadley. Bridge to Algebra (cognitive tutor, Vol. 1and 2,teacher's implementation guide, early adopter edtion). Carnegie Learning, 2005.

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Book chapters on the topic "Adopted and tutors"

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Tipi, Nicoleta. "Simulation Games in Teaching Operations and Supply Chain Management." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_13.

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Abstract This chapter aims to bring forward ways to develop and incorporate simulation games within digital teaching with specific emphasis to operations and supply chain management. Using simulation games in digital teaching presents learners with different opportunities to engage with learning abstract concepts that bring an increased level of complexity, such as learning about supply chain systems. Simulation games can be constructed and embedded into the curriculum not only to help learners understand theories, but also to experience activities and events as they may happen in practice. In
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Handley, Zoe. "Teacher’s practical pedagogical knowledge." In Insights into AI and Language Teaching and Learning. Castledown, 2025. https://doi.org/10.29140/9781763711600-11.

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This chapter reports the results of an interview study which explored what English for Academic Purposes (EAP) tutors know about generative Artificial Intelligence (AI) and how it might be deployed to support teaching and assessment when working with international students for whom English is a second language. Eleven tutors (9 male, 2 female) working in the UK participated in the study. The tutors who participated in the interviews were curious about generative AI and had spent much time exploring its capabilities. They suggested that generative AI raises fundamental questions about assessmen
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Amponsah, Samual, Samual Kofi Badu-Nyarko, Godfred Alfred Nii Sai Obodai, and Prince Anane. "Learning Environment for Supporting Undergraduate Online Distance Education Students." In Research Anthology on Remote Teaching and Learning and the Future of Online Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7540-9.ch012.

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The University of Ghana adopted the use of the Sakai Learning Management System to create an online environment for its DE students. Based on which, this study sought to examine the support provided for online students of the University of Ghana. The study further sought to determine the association between selected demographic characteristics and student satisfaction with online pre-admission processes, usage of online learning tools, and online social environment. In total, 126 questionnaires were completed and analyzed to generate frequencies, percentages, Anova, and chi-square values. It w
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Amponsah, Samual, Samual Kofi Badu-Nyarko, Godfred Alfred Nii Sai Obodai, and Prince Anane. "Learning Environment for Supporting Undergraduate Online Distance Education Students." In Student Support Toward Self-Directed Learning in Open and Distributed Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9316-4.ch004.

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The University of Ghana adopted the use of the Sakai Learning Management System to create an online environment for its DE students. Based on which, this study sought to examine the support provided for online students of the University of Ghana. The study further sought to determine the association between selected demographic characteristics and student satisfaction with online pre-admission processes, usage of online learning tools, and online social environment. In total, 126 questionnaires were completed and analyzed to generate frequencies, percentages, Anova, and chi-square values. It w
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Buabin, Emmanuel. "Adaptive Network Structures for Data/Text Pattern Recognition (Application)." In Graph Theory for Operations Research and Management. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2661-4.ch023.

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The objective of this chapter is implementation of neural based solutions in real world context. In particular, a step-wise approach to constructing, training, validating, and testing of selected feed-forward (Multi-Layer Perceptron, Radial Basis function) and recurrent (Recurrent Neural Networks) neural based classification systems are demonstrated. The pre-processing techniques adopted in extracting information from selected datasets are also discussed. In terms of future practical directions, a catalogue of intelligent systems across selected disciplines, are outlined. The main contribution
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Brock, M. G. "The Oxford of Peel and Gladstone, 1800-1833." In The History Of The University Of Oxford. Oxford University PressOxford, 1997. http://dx.doi.org/10.1093/oso/9780199510160.003.0002.

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Abstract The reforms adopted by Oxford University and its colleges between 1790 and 1 8 ro have been described in The Eighteenth Century, and further detail is added in the chapters which follow.’ Most of the reforms came in a piecemeal way, as one college after another improved its practices. Oriel and Balliol, which were relatively free from ‘locality’ and other restrictions in their fellowships, led the way in making academic promise a decisive consideration in fellowship elections. Oriel’s fellowship examinations soon became something of a model. Corpus held rigorous scholarship examinatio
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Manca, Stefania, and Luca Vanin. "Models and Strategies to Support Students’ Initial Socialization in Web-Based Learning Environments." In Techniques for Fostering Collaboration in Online Learning Communities. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-898-8.ch006.

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Entering a learning system based on CSCL models may be a challenging experience. Beginner users are required to accomplish several tasks for the first time, such as learning to communicate by written discourse in an asynchronous manner, as well as becoming familiar with communication technologies and with the learning system. In order to support their initial steps several measures, which focus mainly on socialization with peers and instructors/tutors and familiarization with the learning system, may be adopted. The focus of this chapter is to present a model and some related strategies to sup
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Vurdien, Ruby, and Pasi Puranen. "Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch030.

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This chapter reports on a Spanish-Finnish telecollaborative task-based study that was conducted with a view to exploring students' intercultural learning experience via Facebook employed as the educational platform. Nineteen Spanish and 17 Finnish students were afforded the opportunity to interact with each other in an authentic environment on the social networking site outside of class to elicit relevant information regarding each other's culture in terms of leisure activities and university education. Data analysis showed that the participants felt stimulated to take part in this novel learn
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Vurdien, Ruby, and Pasi Puranen. "Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch012.

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This chapter reports on a Spanish-Finnish telecollaborative task-based study that was conducted with a view to exploring students' intercultural learning experience via Facebook employed as the educational platform. Nineteen Spanish and 17 Finnish students were afforded the opportunity to interact with each other in an authentic environment on the social networking site outside of class to elicit relevant information regarding each other's culture in terms of leisure activities and university education. Data analysis showed that the participants felt stimulated to take part in this novel learn
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Wood, Jamie, and Martin J. Ryan. "Constructing Disciplinary Inquiry Communities Using Web 2.0 Technologies." In Critical Design and Effective Tools for E-Learning in Higher Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-879-1.ch012.

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This chapter explores the utility of Web 2.0 technologies for supporting independent inquiry-based learning, with a particular focus upon the use of blogs and social bookmarking tools. It begins by outlining the key issues confronting practitioners wishing to engage with such technologies before moving on to describe the approaches that were adopted in a range of first-year History seminar classes in two research-led universities in the UK. The chapter closes with an evaluation of the positive impact of the use of Web 2.0 on student learning and any drawbacks that were encountered. Web 2.0 is
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Conference papers on the topic "Adopted and tutors"

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Di Maso, Rosa, and Maria Beatrice Ligorio. "An example of innovative university teaching: the model of Constructive and Collaborative Professional Participation." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9293.

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This contribution presents a blended course model called Constructive and Collaborative Professional Participation (CCPP), developed since 2005. We will describe theories of reference, course structure, activities performed and methods adopted. Starting from a socio-constructivist framework, both online individual and group activities and offline individual and group activities were organized together with Role Taking, "expert" and "Jigsaw" groups inspired by the Aronson method, web-forum and in presence discussions aimed at building various products. The model has been implemented in universi
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Rossi, Diego, Lucas Bressan, Fernanda Campos, André Oliveira, and Victor Ströele. "Educational Software and Security Vulnerabilities: an experimental study." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/sbie.2023.234860.

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The educational domain comprises fragmented solutions with different services, tools, and plugins. As a complex system, it raises several security and threat prevention concerns. We conducted an exploratory study to characterize security vulnerabilities and their impacts on Learning Management Systems. We focus on an intelligent educational solution using the risk assessment methodology HEAVENS 2.0. We identify vulnerabilities in architectural elements and detail two of them. Risks are not acceptable, and security measures must be adopted to avoid damage to students, tutors, and teachers. The
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Gungea, Meera, and Sangeetah Seetulparsad. "My Voice, Your Voice: Using the Concept of Men-to-Men to Reach Out Women in the Community to Build Resilience in Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1672.

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Mauritius is one of the signatories of CEDAW and gender equality is among its top national priorities. However, due to gender inequalities in education and employment, women still face invisible barriers in many institutions of the society and are over-represented in most vulnerable sections of the population. The National Women’s Council’s Adult Literacy Programme (ALP) forms part of ongoing efforts to socially and economically empower women in Mauritius. Still, many women do not participate in such literacy programmes. The Social Work degree course at the Open University of Mauritius allows
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Alves, Anabela C., Francisco Moreira, Rui Lima, et al. "Project Based Learning in First Year, First Semester of Industrial Engineering and Management: Some Results." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89046.

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The innovative learning methodology Project-based learning (PBL) has been functioning in the first semester of the first year of the Master Degree in Industrial Engineering and Management (IEM) at University of Minho, Portugal, since 2004_2005. This methodology was implemented by a team of teachers from the Department of Production and Systems of the Engineering School just before the Bologna process was adopted in Portugal. The process required substantial changes in the teaching/learning methods and methodologies and had a significant impact on students’ learning and motivation. The team of
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Shuaibu, Zainab Muhammad, Armiya'U Malami Yabo, Musa Garba Maitafsir, and Yunusa Labaran. "The Role of National Teachers’ Institute in Improving the Capacity of Teacher Education in Nigeria." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9301.

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The quality of teaching and learning is of great concern to government and people of any community. The teacher is an important factor in creating an environment that will facilitate high quality learning achievement in schools. According to the National Policy on Education (2007), in recognition of the pivotal role of quality teachers in the provisions of quality education at all levels, teachers’ education shall continue to be emphasized in all educational planning and resources development. The National Teachers’ Institute (NTI), as a government parastatal, was not only set up to accomplish
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de Almeida, Maria, and Sydelle de Souza. "Tutoring EFL Students in Portugal: Rethinking writing center methodology." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0019/000434.

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The writing center at the University of Lisbon adopts a widely implemented tutoring model—a non-directive approach, focusing on content and organization (higher-order concerns), and grammar and vocabulary (lower-order concerns). This study aims to challenge this model from an English as a Foreign Language (EFL) perspective by reporting and analyzing the results of a qualitative survey of 6 tutors regarding their work at the center. Results show that although all tutors comply with the imported tutoring model, most report difficulties in implementing one or both of its central principles. There
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Han Ho, Fiona Sze, Nick Wong, Angie Wing Chi Li, and Lo Lau. "Enhancing Language Self-Efficacy of EFL University Students through Experiential Learning: A Study of the Learning League Project." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16219.

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The Learning League project aims to study the improvement of language self-efficacy among English as a foreign language (EFL) university students after delivery English language classes to secondary school students in Hong Kong in a 12-week programme. The project adopts a blended learning approach, utilizing the learning-by-teaching pedagogy and gamification to enhance students' motivation and English speaking skills. 13 university students were recruited as students tutors. They received teaching training before teaching English to 63 secondary students. Weekly tasks and selected materials ab
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Orozco, Mariana, Mieke Boon, and Arturo Susarrey Arce. "Action research on electrochemistry learning. Conceptual modelling intervention to promote disciplinary understanding, scientific inquiry, and reasoning." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1246.

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Students in engineering-science programmes often struggle with theoretical concepts, while they tend to adopt a surface approach to learning. We suggest that this can be tackled by promoting a specific higher-order thinking skill (HOTS) that enables drawing connections between physical phenomena and theoretical concepts representing them. We designed an intervention to support students in achieving deep insight into electrochemical phenomena, while developing this HOTS. Such intervention aims to scaffold students’ learning and development by introducing conceptual modelling as an essential thi
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Costea, Mariana, Aura Mihai, Razvan Mocanu, Sarghie Bogdan, and Marta catalina Harnagea. "MULTIMEDIA APPLICATIONS FOR FOOTWEAR DESIGN." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-285.

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The aim of this article is to present an innovative tool of multimedia applications for footwear design. The challenges of this multimedia tool is that the content of virtual lessons has to be designed/adapted to the identified training needs and the manual method for designing and getting patterns has to be understandable by using computer simulations or animations. The main stages followed in achieving a proper pedagogical tool are: development stage, correction stage and internal evaluation stage. It will be a new kind of training application for students, trainers from VET schools or tutor
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Marchisio, Marina, Michele Fioravera, Cecilia Fissore, et al. "ONLINE ASYNCHRONOUS COLLABORATION FOR ENHANCING TEACHER PROFESSIONAL KNOWLEDGES AND COMPETENCIES." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-023.

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Teachers need, in a lifelong learning dimension, occasions that provide them with opportunities to reflect on the activities done by themselves, to learn how to use the newest and most advanced technologies in their teaching, to exchange ideas, to confront themselves on the updated didactic methodologies. Only in this way can they enhance their professional competences and keep the motivation for their job high. Online contexts seem to be the most appropriate option for in-service teacher training because teachers work fulltime in school and, having personal and family responsibilities, it is
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